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STATE OF IOWA 
1921 

1X2--- 

A SYLLABUS FOR THE 



Study of American History in the 
High Schools of Iowa 



p. E. McCLENAHAN 
Superintendent of Public Instruction 



Published by 

THE STATE OF IOWA 

Des Moines 



STATE OF lOWAile^v. ci .^]^\,.^ 
1921 



A SYLLABUS 

FOR THE 



Study of American History 



IN THE 



HIGH SCHOOLS OF IOWA 



P. E. McCLENAHAN 
Superintendent of Public Instruction 



Prepared by the Sub -Committee on American History in the High School 
LOUIS B. SCHMIDT, Chairman 
RAY LATHAM 
BESSIE L. PIERCE 
OLIVE STEWART 



Issued by the Department of 

Public Instruction 

Des Moines 



Published by 

THE STATE OF IOWA 

Des Moines 






FOREWORD 

The Thirty-eighth General Assembly enacted a law providing for 
specific things with reference to teaching American Citizenship. 

Section 4 of this law reads as follows : 

"The superintendent of public instruction shall distribute to all 
high schools, academies, and institutions ranking as secondary 
schools, an outline of a course of study in American history, civics 
of the state and nation, social problems and economics prepared 
under his direction." 

This syllabus for the study of American history is issued in 
accordance with this provision of the law, and is provided for free 
distribution to the teachers and the schools for the purpose of 
securing more systematic work in the study of American history. 
It is hoped that every teacher of American history will follow this 
as a guide, and that in this, manner there will be uniform and 
practical results. 

The outline has been prepared by persons who are experts in 
the field of American history ; and, therefore, I believe it is a 
thoroughly reliable guide. It is expected that teachers and pupils 
will not only get facts, but will develop the proper spirit character- 
izing the new America. 

It is hoped that this new outline may be the basis for the furnish- 
ing of knowledge with reference to our country which will create a 
deeper love for the United States and make more truly thoughtful 
American ctizens. 

P. E. McClenahan, 
Superintendent of Piiblic Instruction. 



APR 2d 1922 



TABLE OF CONTENTS 



PART I. THE COLONIAL. PERIOD, 1492-1789 

I. The Discovery, Exploration, and Coloaization of America. 

II. Colonial Development. 

III. Industrial Development Under British Rule. 

IV. The Inter-Colonial Wars and the Fall ol New France. 

V. The Separation of the Colonies from Englan'i. 

VI. Steps Toward Union. 

VII. The Adoption of the Constitution. 

PART II. THE DEVELOPMENT OF NATIONALITY, 1789-1860 

VIII. The Establishment of Federal Authority. 

IX. A Survey of the New Nation, 1800. 

X. The Establishment of Jeffersonian Democracy. 

XI. The War of 1812. 

XII. The Westward Movement, 1800-1820. 

XIII. The Growth of Nationalism — an Era of Good Feelings. 

XIV. The Reaction Against Nationalism — an Era of Hard Feelings. 

- XV. Jacksonian Democracy. 

XVI. Progress Between 1820-1840. 

XVII. An Era of Territorial Expansion, 184G-1850. 

XVIII. The Westward Movement, 1840-1850. 

XIX. The Quarrel Over Slavery in the Territories 

XX. The North and the South in 1860. 

PART III. THE CIVIL WAR, RECONSTRUCTION AND NATIONAL 
EXPANSION, 1860-1920 

XXI. Preliminary Considerations. 

XXII. Conduct of the War. 

XXIII. Policies of Reconstruction. 

XXIV. The Negro Problem. 

XXV. Industrial Transition. 

XXVI. Financial and Social Readjustment. 

XXVII. Settlement and Development of the Far West. 

XXVIII. Manufacturing. 

XXIX. Capital and Labor. 

XXX. Education and Social Development. 

XXXI. Political Discussion and the Currency. 

XXXII. Foreign Affairs until 1913. 

XXXIII. Foreign Affairs since 1913. 

XXXIV. The League of Nations and the Problems of Internationalism. 

XXXV. Politics and Public Opinion Since the War. 



INTRODUCTION 



This outline has been prepared as a guide to the study of 
American history in the high schools of Iowa. It is the judgment 
of the committee that at least one year should be given to this 
subject; preferably in the eleventh grade, preceding the course 
on Social Problems, which is recommended for the twelfth grade. 

The course is divided into thirty-five topics which can conven- 
iently be covered by following the general plan of one topic a 
week throughout the school year. According to this plan from 
six to eight weeks should be devoted to the Colonial Period from 
1492 to 1789 ; from twelve to fourteen wrecks to the Development 
of Nationality from 1789 to 1860, and from fourteen to sixteen 
weeks on the Civil War, Reconstruction, and National Expansion 
from 1860 to 1920. It is believed that this division of time 
represents a fair distribution of emphasis on the three leading 
periods of American history. It is recognized, however, that 
many high schools find it inconvenient if not impossible to devote 
a full year to the study of American history. This outline may 
be readily adapted to these conditions by following the general 
plan of two topics a week for one semester. Some topics may be 
omitted altogether, in which ease the committee desires to empha- 
size the importance of maintaining the same proportionate distri- 
bution of time for the three periods as recommended above for the 
full year course. 

It has further been the purpose of the committee to emphasize 
the economic and social, as well as the political, constitutional, 
and military, phases of American development. 

A select list of references on each period has been added. 

THE COMMITTEE. 



PART I, THE COLONIAL PERIOD 

1492-1789 

I. The Discovery, Exploration, and Colonization of America. 

1. European background of American History. 

a. Closing of the Oriental trade routes in 1453, by the 

Turks. 

b. Commercial activities of Venice, Florence, Genoa, 

and Pisa. 

c. Growing idea of the sphericity of the earth. 

d. Work of Prince Henry the Navigator. 

e. The Spanish monarchy under Ferdinand and Isabella. 

2. The discovery and naming of the new world. 

a. Christopher Columbus. 

b. His later voyages and discoveries. 

c. Vasco de Gama reaches the Indies. 

d. John Cabot discovers the mainland of North America. 

e. The voyages of Amerigo Vespucci and the naming 

of the new world. 

3. The natives and native products of North America. 

a. The Indians. 

(1) Gulf tribes. 

(2) Algonquins. 

(3) Iroquois. 

b. Native products. 

(1) Maize. 

(2) Tobacco. 

c. The Indians' contributions. 

(1) Forest trails became commercial highways. 

(2) The routes of the canoes became waterways. 

4. Spanish explorations. 

a. Columbus — West Indies and Central America — 1492- 

1502. 

b. Vespucci — suggested a new continent — 1499. 

c. Ponce de Leon — Florida — 1512. 

d. Balboa — Pacific Ocean — 1513. 

e. Cortez — conquered Mexico — 1519-21. 

f. Magellan — circumvented the earth — 1519-21. 

g. DeSoto — Mississippi River — 1539-42. 

h. Coronado — New Mexico and Arizona — 1540. 

5. The activities of the Old Dominion. 

a. The mercantile spirit of the 17th century. 

b. The discoveries and explorations of the Cabots, 

Probisher, Sir Francis Drake, and Henry Hudson. 

c. The founding of Jamestown in 1607. 

(1) The establishment of representative govern- 

ment. 

(2) The first slaves. 

(3) Bacon's rebellion. 

d. The Massachusetts Settlements. 

(1) The coming of the Pilgrims. 

(2) The Puritans. 

(3) Rapid growth and development of representa- 

tive government. 



(4) Roger Williams and Rhode Island. 

(5) The ultra-Puritan settlement at New Haven. 

e. Northern New England. 

f. The Southern Proprietary Colonies. 

(1) The Calverts in Maryland. 

(2) The settlement of the Carolinas. 

(3) Oglethorpe's humanitarian purposes in Geor- 

gia. 

g. The Northern Proprietary Colonies. 

(1) The foundation and failure of the Dutch Colo- 

nial empire. 

(2) New York becomes Englieh. 

(3) Carteret and Berkeley in New Jersey. 

(4) William Penn's charter in Pennsylvania. 

(5) The story of Delaware. 
6. The Rise of New France. 

a. Verrazano explores the Atlantic Coast, 1524. 

b. Champlain — the "Father of New France." 

c. The hostility of the Iroquois and the result. 

d. The French colonial policy. 

e. Marquette and Joliet discover the Mississippi. 

f. The work of LaSalle. 
II. Colonial Development. 

1. The commercial aspects of colonization. 

a. Financing the colonies. 

(1) The chartered companies. 

(2) Associations of adventurers. 

(3) Proprietary grants. 

b. Land tenure. 

c. Aspirations of the early colonists. 

d. The labor supply. 

(1) Indentured white servants and negro slaves. 
6. The scarcity of money. 

2. Types of colonial society. 

a. The Puritan of New England. 

(1) Compact town settlements. 

(2) Education. 

(3) Diversified industries. 

(4) The influence of the clergy. 

(5) The development of democracy. 

(6) Puritan virtues and weaknesses. 

b. The landed aristocracy of the South. 

(1) Staple crops and slave labor favor large land 

holdings. 

(2) Public education. 

(3) Political activity. 

c. The cosmopolitan population and social life of the 

middle colonies. 

3. Intellectual progress. 

a. Public schools. 

b. Early colleges. 

c. The backwardness of the medical profession. 

d. The rise and supremacy of the legal profession. 

e. Dependence on England for literature. 

f. Freedom of the press. 

g. The postal system. 
4. Colonial provincialism. 

a. Isolation of the settlements. 

(1) Difficulties of travel. 

(2) Inter-colonial jealousies. 



(3) Boundary disputes. 

(4) Different occupations. 
5. Colonial unity. 

a. Predominantly English. 

b. Common type of representative government. 

c. Common political problems and methods. 

d. Threatened by same enemies — Indians, Dutch, 

French, and Mother Country. 
III. Industrial Development Under British Rule. 

1. Agriculture. 

a. New England, the middle colonies, and the southern, 
colonies. 

2. Manufactures. 

a. Cloth, leather, and iron. 

b. Restrictive legislation. 

3. Commerce. 

a. Wagon roads. 

b. Coastwise trade. 

c. Trade with the "West Indies. 

d. The slave trade. 

e. Trans-Atlantic trade. 

f. The navigation acts. 

g. Smuggling. 

4. Credit money. 

IV. The Inter-Colonial Wars and the Fall of New France. 

1. King William's War, 1690-1697. 

2. Queen Anne's War,- 1702-1713. 

3. King George's War, 1744-1748. 

4. The French and Indian War, 1754-1763. 

a. Conflict in the Ohio Valley and tbe defeat of the 

English. 

b. William Pitt and the triumph of England. 

(1) Montcalm and Wolfe. 

(2) The capture of Quebec. 

c. The Treaty of Paris. 

(1) France cedes Louisiana to Spain and the re- 

mainder of New France to England. 

(2) The downfall of the French colonial empire. 

(3) Consequent westward expansion of the Eng- 

lish colonies. 
V. The Separation of the Colonies from England. 

1, The basis of colonial opposition to the mother country. 

a. Certain "immemorial rights" of Englishmen guar- 

anteed to the colonists by their charters. 

(1) Civil rights. 

(2) Political rights. 

b. Certain influences made for colonial self-assertion. 

2. The issues in the quarrel. 

a. The mercantile system. 

(1) Theory — the self-sufficing empire. 

(2) Practice — the navigation acts. 

(3) Evasion of the navigation acts. 

b. The power of Parliament over the colonies. 

(1) Colonies regarded the crown as the sole source 

of control. 

(2) Revolution of 1688 established the supremacy 

of Parliament in the English constitution. 

c. Friction between the crown and the colonies. 

(1) Corrupt and incompetent governors. 



3. Taxation without representation. 

a. Expansion of British Empire and the increase of 

debt. 

b. Revival of navigation acts. 

c. Colonial taxation. 

d. The stamp act and resistance to it. 

e. The Townshend acts. 

4. Active local resistance to Great Britain. 

a. The "Boston Massacre." 

b. The "Boston Tea Party." 

c. The "Intolerable Acts." 

d. Lexington and Concord. 

5. The Declaration of Independence. 

a. United resistance to Great Britain. 

b. Influences changing resistance to a demand for in- 

dependence. 

(1) Bunker Hill and the Canada expedition. 

(2) British attempts at coercion. 

(3) Thomas Paine's "Common Sense." 

c. Adoption of the Declaration. 

d. Content and effect of the Declaration. 

6. Campaign around New York in 1776. 

7. The campaigns of 1777, Philadelphia and Saratoga. 

8. The alliance with Prance. 

9. The war in the north— 1778-1781. 

10. The war in the south— 1778-1781. 

11. The conquest of the northwest. 

12. The activities of the navy. 

13. Yorktown. 

14. The Treaty of Paris. 

a. Attitude of American commissioners toward France. 

b. Provisions of the treaty: 

(1) Independence recognized. 

(2) Boundaries defined. 

(3) Fisheries. 

(4) Payment of British debts promised. 

(5) Compensation of loyalists to be recommended 

by Congress. 

c. No commercial treaty; hardship of this on the new 

republic. 
VI. Steps Toward Union. 

1. The New England Confederacy — 1643. 

a. Reasons for formation. 

b. Colonies admitted. 

c. Form of government. 

d. Success and failure. 

2. The Albany Congress of 1754. 

a. Franklin's plan of intercolonial union. 

b. The plan presented by the Lords of Trade. 

3. The Stamp Act Congress of 1765. 

a. Petitions to both king and Parliament. 

b. Objections to the stamp act; declaration of rights. 

4. Committees of Correspondence — 1773. 

a. Effect on Union. 

5. First Continental Congress — 1774. 

a. Conflict over Galloway's plan. 

b. Declaration and resolves. 

c. The association: the most important enactment. 

d. Ominous call of a second congress. 

e. Compare this congress with the Stamp Act Congress. 

8 



6. Second Continental Congress — 1775-1781. 

a. War activities. 

b. Declaration of Independence. 

c. The Revolutionary State Constitution. 

d. Adoption of the Articles of Confederation. 

e. Ratification of the Articles of Confederation; 

Maryland's influence. 

f. Extent of power and influence of Congress. 

g. Compromise character of its measures. 

7. Articles of Confederation. 

a. Provisions. 

(1) Legislature. 

a. Form, makeup; how members were 

chosen; manner of voting. 

b. Powers; revenue; commerce, war; 
treaties. 

(2) Relation of executive and judiciary to legis- 

lature. 
(3) Provision for amendment. 
The land cessions. 

c. Measures for government of the West. 

(1) Land ordinance of 1785. 

(2) Ordinance of 1787. 

d. Settlement of the West. 

(1) Wautauga and the "State of Franklin." 

(2) Daniel Boone and Kentucky. 

(3) The Ohio country; Marietta. 

e. Weaknesses of the Confederation. 

(1) In financial matters. 

(2) In commercial matters. 

(3) In maintaining social order. 

f. Growth of sentiment in favor of a stronger union. 

(1) The Alexandria convention. 

(2) The Annapolis convention. 
VII. The Adoption of the Constitution. 

1. The constitutional convention. 

a. Call of Congress. 

b. Chief members. 

c. Organization and procedure. 

d. The new plans of union. 

(1) Large state plan. 

(a) Authorship. 

(b) Chief features: 
Bicameral legislature. 
Representation in proportion to popu- 
lation. 

Three separate departments. 
Enlarged powers. 

(2) Small state plan. 

(a) Authorship. 

(b) Chief features: 

Distinguish between this and the Vir- 
ginia plan. 

e. Differences and compromises. 

(1) Question of representation. 

(2) Question of taxation. 

(3) Question of control of commerce. 

f. New powers of general government under constitu- 
tion. 

(1) Financial. 



(2) Commercial. 

(3) Coercive. 

g. Probable sources of conflict between states and gen- 
eral government. 

(1) "General welfare" clause. 

(2) "Necessary and proper" clause. 

(3) "Supreme law" clause. 

(4) Question of sovereignty. 
2. The Ratification of the Constitution. 

a. Attitude of small states. 

b. The work of the Federalists. 

c. Alexander Hamilton and James Madison. 

d. Salient features of the contest in Massachusetts, 

Virginia, and New York. 

e. Policy by which the anti-federalist opposition was 

overcome. 

f. The cases of North Carolina and Rhode Island, 

REFERENCES ON THE COLONIAL PERIOD. 

1492-1789 

Any standard high school text book on American History supplemented 
by the following: 

1. Bassett: A Short History of the United States. 

2. Coman: Industrial History of the United States. 

3. Bogart: Economic History of the United States. 

4. Bogart & Thompson: Readings in the Economic History of the 

United States. 

5. Callender: Selections from the Economic History of the United States. 

6. Becker: Beginnings of the American People. 

7. Johnson: Union and Democracy. 

8. Hart: Forrtiation of the Union. 

9. Thwaites: The Colonies. 

10. Turner: The Frontier in American History. 

11. Channing: History of the United States, Vols. I, IT, and III. 

12. Hart: American History Told by Contemporaries, Vols. I, II, and III. 

13. Fiske: Old Virginia and Her Neighbors. 

14. Fiske: Beginnings of New England. 

15. Fiske: Dutch and Quaker Colonies. 

16. Fiske: Discovery of America. 

17. Fiske: New France and New England. 

18. Fiske: American Revolution. 

19. Fiske: Critical Period of American History. 

20. Bolton and Marshall: The Colonization of America, 1492-1783. 

21. Lecky: American Revolution. 

22. Cheyney: European Background of American History. 

23. Farrand: Basis of American History. 

24. Bourne: Spain in America. 

25. Tyler: England in America. 

26. Andrews: Colonial Self-Government. 

27. Greene: Colonist Commonwealths. 

28. Thwaites: France in America. 

29. Howard: Preliminaries of the Revolution. 

30. Van Tyne: The American Revolution. 

31. McLaughlin: Confederation and the Constitution. 

32. Johnson (Editor): The Chronicles of America (50 Vols.). 



10 



PART II, THE DEVELOPMENT OF NATIONALITY 

1789-1860 

VIII. The Establishment of Federal Authority. 

1. The organization of the new government 

a. The part of the executive in the new government. 

(1) Election and inauguration of Washington. 

(2) Washington selects his cabinet. 

(a) Thomas Jefferson, Va., Secretary of 
State. 

(b) Alexander Hamilton, N. Y., Secretary of 
Treasury. 

(c) Henry Knox, Mass., Secretary of War. 

(d) Edmund Randolph, Va., Attorney Gen- 
eral. 

(3) Precedents set by Washington. 

b. The part of the legislative in the new government. 

(1) The re-enactment of the ordinance of 1787. 

(2) The re-enactment of the land act of 1785. 
(Z) The adoption of the bill of rights. 

(4) The adoption of Hamilton's financial policy. 

(5) The adoption of the decimal monetary system. 

(6) The passage of the judiciary act. 

(7) The passage of the coinage act. 

(8) The passage of the fugitive slave law. 

c. The part of the judiciary in the new government. 

(1) John Jay appointed chief justice. 

(2) Established the fact that the supreme court is 

not an advice giving body. 

(3) A supreme court decision resulted in the pas- 

sage of the eleventh amendment. 

d. The part of the military in the new government. 

(1) The whiskey insurrection. 

(2) Indian troubles in Ohio. 

(a) General St. Claire. 

(b) General Anthony Wayne. 

e. The financial policy of the new government. 

(1) The problems Hamilton had to face. 

(a) Establish the credit of the United States. 

(b) Provide an income sufficient to meet 
the needs of the government. 

(2) Hamilton's plan for solving these problems. 

(a) To establish the credit of the United 
States, both at home and abroad. 

1. Pay the foreign debt. 

2. Pay domestic debt at face value. 

3. Assumption of state debts. 

(b) To provide an income to meet these 
needs. 

1. Levy a tariff on imported goods. 

2. Levy an excise tax on certain home 
produced goods — whiskey tax. 

(c) To handle United States monies and 
carry on financial operations of the 
national government. 

1. Establishment of first United States 
bank. 

11 



f. The rise of political parties. 

(i) Tlie Federalists — Alexander Hamilton. 

(a) Loose interpretation of the constitution. 

(b) Strong central government. 

(c) Government in hands of the able — re- 
stricted suffrage. 

(2) The Democratic Republicans — Thomas Jeffer- 
son. 

(a) Strict interpretation of the constitution. 

(b) State sovereignty idea. 

(c) Government in hands of all — manhood 
suffrage. 

2. Circumstances force the formulation of. a foreign policy. 

a. The outbreak of war in 1793 between France and 

England. 

b. The citizen Genet affair forces Washington to take 

a stand in this crisis. 

(1) Washington's proclamation of neutrality. 

(2) Washington states the position of the United 

States with respect to questions of inter- 
national law. 

(a) What is contraband of war goods? 

(b) What is effective blockiule? 

(c) Do free ships make free goods, except- 
ing contraband of war goods? 

(d) Can rule of 1756 be used or abandoned 
at will? 

(e) Can impressment of seamen be legal at 
one time and not at another? 

c. To maintain our position as a neutral nation we en- 

tered into several treaties 

(1) Treaty with England — Jay treaty. 

(2) Treaty with Spain. 

(3) Treaty with Barbary States. 

d. The situation with France brings United States to 

verge of war. 

(1) Washington gives advice in farewell address. 

(2) Adams inherits the quarrel. 

(a) Great resentment in United States over 
X. Y. Z. affair. 

(b) Preparations for war with France 
begun. 

(c) Treaty of 1800 averts war. We main- 
tain our neutral position 

3. The downfall of the Federalist party. 

a. The passage of extremely partisan laws helps to 

bring about downfall. 

(1) Naturalization act. 

(2) Alien and Sedition acts. The Democratic-Re- 

publican protest in the Virginia and Ken- 
tucky resolutions. 

(3) The midnight judiciary affair. 

b. The party had wandered too far from the democratic 

spirit of the time. 

4. The Federalist party had successfully paved the way for 

the establishment of the rule of democracy. 

a. Placed the government on a firm footing. 

b. Established many precedents. 

c. Maintained the credit of the United States. 

d. Established a national currency and National bank. 

e. Established the seat of government at Washington. 

12 



f. Organized the judicial system. 

g. Formulated the cabinet system. 

h. Showed power in military matters, 
i. Encouraged home business and foreign trade, 
j. Successfully conducted foreign relations. 
IX. A Survey of the New Nation. 1800. 

1. Social conditions. 

a. Population. 

(1) Numbers. 

(2) Nationality. 

(3) Distribution. 

b. Cities. 

(1) Size. 

(2) Important ones. 

c. Religion. 

(1) Importance. 

(2) Separated from state in government. 

(3) No longer supported at public expense. 

d. Education. 

(1) Few common schools — large percentage illiter- 

ate. 

(2) Considerable progress in higher education. 

2. Political conditions. 

a. A very restricted suffrage. 

b. Anti-slavery sentiment in north. 

c. Passage of fugitive slave law. 

d. Government in hands of learned and aristocratic 

classes. 

3. Commercial conditions. 

a. Advanced position in foreign trade. 

b. Thriving coastwise and river trade. 

4. Industrial conditions. 

a. Backward condition of American agriculture. 

<1) Lack of knowledge about farming. 
(2) Lack of tools. 

b. More advanced condition of American manufactures. 

(1) Household system common. 

(2) Effects of the Industrial Resolution. 

(a) Beginning of the factory system. 

(b) Invention of the cotton gin. 

c. Failure of government to establish and maintain a 

system of roads and bridges. 

d. The inadequate postal department. 

(1) Retarded nationalism and promoted section- 

alism. 

(2) A serious handicap to trade. 

5. The westward movement. 

a. Methods and routes of travel. 

b. Admittance of new states. 

(1) Kentucky— 1792. 

(2) Tennessee— 1796. 

c. Organization of new territories. 

(1) Mississippi territory — 1789. 

(2) Ohio territory— 1800. 

(3) Indiana territory— 1800. 

6. The frontier line in 1800. 

a. Through Cleveland, Cincinnati, Louisville, Nashville, 
Savannah. 

13 



X. The Establishment of Jeffersonian Democracy. 

1. The struggle for the rule of the Democracy. 

a. The leader 'in this struggle — Thomas Jefferson. 

b. Principles furthering this ideal of Jefferson. 

(1) The principle of popular participation in 

government — democracy — to be worked into 
the fabric of our national life. 

(2) The principle of simplicity and economy in 

our central government. 

(3) The principle of state's rights. 

(4) The principle of strict interpretation of the 

constitution. 

(5) The principle that nations can live in harmony 

without wars. 

c. Legislation that helped to secure the rule of democ- 

racy. 

(1) Reduction of the term of residence, for na- 

turalization. 

(2) Repeal of the judiciary act. 

(3) Alien and sedition laws permitted to expire. 

(4) Reduction of taxes. 

(5) Large payments made on the national debt. 

(6) Reduction in number of government officials. 

(7) Reduction in size of the army and the navy. 

d. Other evidences looking forward to the rule of 

democracy. 

(1) The attempts to weaken the judiciary. 

(a) Repeal of the judiciary act. 

(b) The Marbury v. Madison case. 

fc) The trials of Pickering and Chase. 

(2) Advocated the expansion of the suffrage. 

(3) Called cabinet meeting for discussion, 

(4) Encouraged public education. 

(5) Maintained the supremacy of the civil over 

the military. 

(6) Advocated full expression of all rights given 

to us in the bill of rights. 

2. The policy of territorial expansion. 

a. The Louisiana purchase. 

(1) History of Louisiana previous to 1803. 

(2) Circumstances making the purchase possible. 

(3) The boundaries and the terms. 

(4) The struggle to. get the treaty ratified. 

(5) The significance in history. 

b. The Lewis and Clark expedition. 

c. The Pike expedition. 

d. Aaron Burr in the west. 

3. The foreign policy. 

a. War with the Barbary pirates. 

b. The renewal of the European conflict in 1803 be- 

tween France and England. 

(1) Continued violations of the rights of neutral 

nations. 

(2) Retaliatory measures passed by the congress of 

the United States leading up to the war of 
1812. 

c. Peace policy of Jefferson almost brings the nation 

to internal war. 

d. Attempts of James Madison to pursue the peace 

policy of Jefferson. 
6. Failure of Madison to prevent war. 

14 



XL The War of 1812. 

1. Conditions in 1812. 

a. Extent of commerce. 

b. Unpreparedness of the United States. 

(1) Army. 

(2) Navy. 

(3) Finances. 

(4) Leaders. 

c. Divided sentiment with respect to war. 

(1) Localities concerned. 

(2) Causes for such sentiment. 

2. Causes for the war. 

a. Renewal of European conflict in 1803 between France 

and England with continued aggressions on neu- 
tral trade and the rights of neutral nations. 

b. The commercial phases of the war between France 

and England brought forth legislation injurious 
to United States commerce. 

(1) The French Berlin and Milan decrees. 

(2) The English Orders in Council. 

c. The English ship Leopard attacks the United States 

ship Chesapeake. 

d. Inciting of the Indians in the west. 

(1) Battle of Tippecanoe — Wm. H. Harrison. 

(2) Massacre of Mobile Bay^ — Andrew Jackson. 

e. Refusal of England to pay indemnities for the in- 

juries the Americans had received, 

3. Retaliatory measures passed by the United States to 

avert war. 

a. The Embargo act. 

b. The non-intercourse act. 

c. Macon bill No. 2. 

4. Declaration of war. 

a. The part of Henry Clay. 

b. The sectionalism of the war. 

c. A view of the belligerents. 

5. The war of 1812. 

a. The invasion of Canada. 

b. The campaign in the north. 

c. The burning of Washington, D. C. 

d. The campaign in the south. 

(1) The battle of New Orleans — Andrew Jackson. 

e. The war on the sea. 

6. The treaty of Ghent. 

a. Provisions. 

(1) Agreement to stop fighting. 

(2) No mention made of the causes for the war. 

7. Effects of the war of 1812. 

a. Economic effects. 

(1) Secured commercial freedom. 

(2) Secured some trading privileges with England. 

(3) Manufacturing begun on a larger scale. 

(4) The introduction of the protective tariff policy. 

b. Political effects. 

(1) Marked the end of close connections in Euro- 

pean politics. 

(2) Rules of international law for which the 

United States stood for from 1790-1812 and 
for which she fought the war of 1812 were 
finally accepted by all nations in 1856. 

15 



(S) Dissatisfied New England Federalists protest 
in Hartford convention — marks the fall of 
the Federalist party. 

c. Social effects. 

(1) Previous acknowledgment of our independence 

by European states, now changed to respect 
for us. 

(2) A great wave of national enthusiasm follows 
XII. The Westward Movement, 1800-1820. 

1. The influence of eastern conditions. 

a. Conditions after the war of 1812. 

2. The influence of abundant land. 

a. Early land policy. 

b. Change of land policy in 1820. 

3. The methods and routes of travel. 

4. The conditions of western life. 

5. The settlements along the Ohio. 

a. Ohio. 

b. Indiana. 
0. Illinois. 

d. The questi,on of slavery in the new territories. 

6. The settlements along the Gulf of Mexico. 

a. Louisiana. 

b. Mississippi. 

c. Alabama. 

d. Florida. 

e. The influence of the Industrial Revolution upon 

westward movement in the south. 

f. The necessity of slave labor in southern expansion. 

7. The explorations of the trans-Mississippi country. 

a. Early fur trading posts. 

b. Explorations of Lewis, Clark, and Pike. 

c. Establishment of further claims to the Oregon country 

d. Explorers followed by settlers. 

e. Rapid settlement of Missouri — ready for statehood 

by 1820. 

8. The frontier line in 1820. 

9. The stages of frontier life. 

a. The pioneer farmer. 

b. The land purchasing farmer. 

c. The capitalist. 

10. Effects of the frontier. 

a. On the life and character of the pioneers. 

b. On the development of democracy. 

11. Evidences of the development of sectionalism in the west- 

ward movement. 
XIII. The Growth of Nationalism — An Era of Good Feelings. 
1. The growth of nationalism. 

a. Jeffersonian democracy becomes national in extent. 

(1) Evidences of this in the election and tour of 
President Monroe. 

b. The ties of nationalism. 

(1) People accustomed to the presence and power 

of a central government. 

(2) People had been obeying national laws. 

(3) People had been using a national currency. 

(4) People had fought under the same flag for a 

common cause. 

c. Nationalism and the powers of the national govern- 

ment greatly extended by common consent. 

16 



(1) Establishment of the second United States 

banlc. 

(2) Encouragement of industry by a protective 

tariff. 

(3) Advocated internal improvements at national 

expense. 

(4) Decisions of the supreme court. 

(5) Increase in the size of the army and navy. 

d. Nationalism — with respect to our expansion policy 

— shows itself in our foreign relations. 

(1) Treaty with Spain— 1819. 

(a) The acquisition of Florida. 

(b) The settlement of the Louisiana pur- 
chase boundary line to the west. 

(2) Treaty with England— 1818. 

(a) Arranged with joint occupancy agree- 
ment about Oregon. 

(b) Fixed the northern boundary line of 
the Louisiana purchase territory. 

(3) The Monroe Doctrine. 

(a) Delayed recognition of the South Amer- 
ican republics. 

(b) The European conditions. 

(c) England's position. 

(d) The position taken by the United States 
as set forth by President Monroe. 

1. American policy of non-interference 
in European affairs. 

2. European nations not to interfere 
with existing governments in the new 
world. 

3. European nations must set up no 
new colonies in the new world. 

(4) Treaty with Russia— 1824. 

(a) Gave up claims to territory in the new 
world south of 54°40'. 

e. This national consciousness shows itself in many 

ways. 

(1) Changes in social life. 

(2) Changes in religious life. 

(3) Changes in economic conditions. 

(4) In the beginnings of a national literature. 

(5) In the almost unanimous re-election of Monroe 

— one political party. 
XIV. The Reaction against Nationalism — An Era of Hard Feelings. 
1. The substitution of sectionalism for nationalism. 

a. The sectional question of slavery in the Missouri 
Compromise. 

(1) The beginnings of slavery in the United 

States. 

(2) Slavery in the colonial times. 

(3) Early efforts to abolish slavery. 

(4) Ignored in the Declaration of Independence. 

(5) Compromised in the constitution. 

(6) Favorable legislation 1790-1819. 

(7) Little opposition in 1820. 

(8) Bitter opposition when Missouri asks to be- 

come a state of the United States. 

(a) Tallmadge amendment. 

(b) Importance of the question. 

17 



(c) Long debate ends in a compromise. 

1. Missouri to enter union as slave state. 

2. Maine to enter union as free state. 

3. Slavery in Louisiana Purchase Ter- 
ritory north of SG'SO' except in Mis- 
souri to be excluded. 

4. Slavery in Louisiana Purchase Ter- 
ritory south of 36 30' to be permitted. 

(d) Significance of the compromise. 

b. Sectionalism in the presidential election of John 

Quincy Adams in 1824. 

(1) Unsuccessful attempts to maintain the broad 
national idea. 

c. Sectionalism shown in the disputes over the Panama 

congress. 

d. Sectionalism shown in the opposition to the National 

bank. 

e. Sectionalism shown in the question of the tariff. 

(1) The tariff of 1S24. 

(2) The tariff of abominations — 1828. 

f. Sectionalism shown in the question of internal im- 

provements at national expense. 

g. Sectionalism — also state's right — shown in the 

Georgia versus Indians affair. 
h. Sectionalism shown in political parties. 

(1) Split in Democratic-Republican or National- 

Republican party. 

(2) Birth of new sectional parties. 

i. Sectionalism and bitterness shown by Jackson's 
"four years" campaign — 1824-1828. 
XV. Jacksonian Democracy. 

1. Jackson and his idea of democracy. 

a. Jackson — the product of frontier democracy. 

b. Comarison with the democracy of Jefferson's time. 

c. Comparison with the democracy of Monroe's time. 

2. The political revolution. 

a. Split in old party. 

(1) Democratic-Republican: pro-Jackson party. 

(2) National-Republican or Whig-anti- Jackson 

party. 

b. Introduction of system of electing presidential elec- 

tors by direct vote of the people. 

c. Appearance of the national convention in presidential 

campaign of 1832. 

d. Introduction of spoils sj'stem in executive appoint- 

ments. 

e. Jacksonian democracy — direct participation in gov- 

ernment — is developed in these changes. 

3. The growth of sectionalism. 

a. The continued growth of sectionalism is evident. 

(1) Calhoun's protest against the tariff of abomi- 

nations. 

(2) Websler-Hayne debate on public lands, sec- 

tionalism, the theory of the union, states 
rights, and nullification. 

(3) In the social event — celebration of Jefferson's 

birthday. 

(4) In the opposition of South Carolina to the 

tariff of 1832. 

(a) Passed ordinance of nullification. 

(b) Asserted right of secession. 

18 



b. The stand of the federal government. 

(1) Jackson maintains that the central government 

is all powerful. 

(2) Passage of compromise tariff of 1833. 

(a) Drawn up by Henry Clay. 

(3) Passage of the force bill. 

c. Results. 

(1) Temporary peace but slumbering bitterness. 

(2) Each side claims the victory. 

4. The national bank. 

a. Early history — 1789-1811. 

b. Prosperity of second United States bank — chartered 

for 1816-1836. 

c. Causes for the beginning of opposition. 

d. The question of renewal of the bank charter made 

the issue in the presidential election — 1832. 

e. Jackson vetoes bill for renewal in 1832. 

f. Jackson is re-elected in 1832 on the bank issue. 

g. Jackson destroys the national bank before expiration 

of its charter in 1836. 

(1) Orders government deposits withdrawn. 

(a) Censure of Jarkson by the government. 

(2) Orders government monies deposited in cer- 

tain state banks. 
h. Results of Jackson's policy. 

(1) National bank is practically destroyed by 

1833. 

(2) State banks in control of banking. 

(3) Over issue of paper money. 

(4) Wild speculation in all fields — especially in 

land, 
i. Jackson meets the situation. 

(1) Issue of specie circular, 
j. Results shown in Van Buren's time. 

(1) Panic of 1837. 

(2) Introduction of the independent or sub-treas- 

ury system for the keeping of government 
monies. 

5. Indian affairs. 

a. Removal of Indians from Georgia. 

b. Introduction of reservation policy. 

c. War on the frontier — Illinois and Wisconsin. 

(1) Abraham Lincoln with the Illinois militia. 

(2) Jefferson Davis with the United States regu- 

lars. 

d. Attitude of Jackson toward supreme court shown 

in Georgia Indian affairs. 

6. Foreign relations. 

a. Long coveted trading privileges with the British 

West Indies secured. 

b. The independence of Texas recognized but admis- 

sion into the Union refused. 

7. Martin Van Buren carries on Jackson's principles. 

a. Jackson's species circular precipitated the panic of 

1837. 

b. The independent or sub-treasury system is worked 

out under Van Buren. 

8. The rise of a new political party. 

a. Whigs — leader, Henry Clay. 

b. Principles. 

(1) High protective tariff. 

19 



(2) National bank. 

(3) Internal improvements at national expense. 

c. Defeated in presidential campaign of 1836 but made 
a powerful rival. 
XVI. Progress between 1820-1840-. 

1. The westward movement. 

a. The influence of the Erie canal and national roads. 

b. The beginning of steam transportation. 

c. The movement into the Great Lakes region. 

(1) Into northern Ohio. 

(2) Into Michigan. 

d. The movement into Arkansas. 

e. The growth of trade between the northwest and the 

south. 

2. Commercial progress. 

a. Extent and character of home trade. 

b. Extent and character of foreign trade. 

3. Industrial progress. 

a. Development of factory system. 

b. Great advance made in the woolen, cotton, and iron 

industries. 

c. Growth and influence of labor unions. 

d. Rise of labor troubles. 

e. Introduction of new inventions in manufacturing. 

f. Improvement in agricultural implements. 

4. Political progress. 

a. Abolition of property tax qualifications for voting. 

b. Abolition of religious qualifications for voting. 

c. Introduction of system of popular election of presi- 

dential electors. 

d. Short terms and rotation in office. 

e. Convention method of selection of candidates super- 

sedes the caucus method. 

f. Rise of new political parties. 

g. Some agitation for woman suffrage. 

5. Social progress. 

a. Temperance reform movements. 

b. Better care for the poor. 

c. Better plans for the care of unfortunates. 

d. Abolition of policy of imprisonment for debt. 

e. Strong sentiment against public execution of crim- 

inals. 

f. Agitation against capital punishment. 

g. Juvenile reform movement. 

h. Toleration of many religious sects, 
i. New socialistic ideas for reforming the world. 
j. Rise of the abolitionist party — the moral issue enters 
the slavery question. 

6. Educational progress. 

a. The work of Horace Mann. 

b. The growth of free public schools. 

c. The beginnings of free high and normal schools. 

d. The beginnings of state and national teacher's asso- 

ciations. 

e. The growth in the number of colleges. 

f. The demand for business colleges and night schools 

in the manufacturing east. 

g. The increasing demand for better support. 



20 



7. Literary progress. 

a. The beginnings of a national literal ure. 

(1) Irving. (9) Longfellow. 

(2) Bryant. (10) Bancroft. 

(3) Cooper. (11) Emerson. 

(4) Hawtlaorne. (12) Holmes. 

(5) Poe. (13) Lowell. 

(6) Whittier. (14) Parkman. 

(7) Irving. (15) Webster. 

(8) Prescott. (16) Daily newspapers. 
XVII. An Era of Territorial Expansion, 1840-1850. 

1. The political situation. 

a. Dissatisfaction over panic of 1837 brings the Whigs 

into power — Wm. H. Harrison, president. 

b. Death of Harrison brings Vice-President Tyler to 

to the presidency. 

c. Tyler's position with the Whig party. 

(1) Quarrels over national bank question. 

(a) Refuses to issue charter to new national 
bank. 

(b) Destroys the sub-treasury system. 

(2) Quarrels over the tariff question. 

2. The prominence of the expansion policy. 

a. The annexation of Texas. 

(1) Early history of Texas. 

(2) Previous refusals of the United States to ad- 

mit Texas as a state of the Union. 

(3) Tyler attempts to secure support by favoring 

annexation of Texas. 

(4) Arguments for and against annexation. 

(5) Rejection of annexation treaty by congress. 

(6) Introduction of Oregon question. 

(7) The Texas-Ore2;on question the political issue 

In the presidential campaign of 1844. 

(8) Democratic candidate James K. Polk for a 

broad expansion policy. Elected. 

(9) Results of election led Tyler to renew efforts 

for the annexation of Texas. 

(10) Texas annexed by joint resolution of congress 

March 1, 1845. 

(11) Texas admitted to Union, December, 1845. 

b. Polk handles the Oregon question. 

(1) English claims to the Oregon country. 

(2) United States claims to the Oregon country. 

(3) Early arrangements — joint occupancy. 

(4) The part of Marcus Whitman in holding Ore- 

gon. 

(5) The compromise treaty with England in 1846. 

(a) Provisions. 

(6) Importance of Oregon to the United States. 

c. The acquisition of California — Mexican war. 

(1) Causes for war. 

(a) Long standing desire for California. 

(b) The annexation of Texas. 

(c) The Texas boundary line dispute. 

(2) The military part of the war. 

(a) The northern Mexico campaign. 
1. General Zachary Taylor. 

(b) The central Mexico campaign. 
1. General Winfield Scott. 

21 



(c) The occupation of California. 

1. Generals Kearney and Fremont and 
Commodore Stockton. 

(3) The treaty of Guadalupe Hidalgo— 1848. 

(a) United States received California and 
New Mexico. 

(b) Mexico recognizes Rio Grande as the 
southern and western boundary of Texas 

(c) United States to pay Mexico $15,000,000; 
also to assume claims of American citi- 
zens against Mexico to amount of 
$3,250,000. 

(4) Significance in history. 

(a) Our fifth annexation of territory. 

(b) A training school for army leaders. 

(c) It revived the slavery question in Amer- 
ican politics. 

d. The active efforts to secure Cuba. 

(1) Positive refusal of Spain to consider United 
States proposals. 

e. The Webster-Ashburton treaty— 1842. 

(1) Settlement of long disputed northeast bound- 
ary line between Maine and Canada. 

f. Expansion policy carried over to 1853. 

(1) The Gadsden purchase from Mexico. 

(a) Payment of $10,000,000 for the territory. 

3. New problems of the Pacific. 

a. Discovery of gold in California. 

b. Need for a transportation system. 

(1) Suggestion of a canal across Panama. 

(2) United States secures privilege to build a rail- 

road across Panama. 

(3) Sectional demands for a transcontinental rail- 

road — the Northern Pacific and the Southern 
Pacific. 

c. Constant opposition of England to expansion policy 

of the United States. 

(1) Clayton-Bulwer treaty — 1850. 

d. Added interest in the trade with the Orient. 

(1) The opening of China. 

(2) The opening of Japan. 

(3) The recognition of the independence of Hawaii 

4. Problems of government. 

a. The tariff question. 

(1) Readjustment to a lower schedule. 

b. The government money question. 

(1) Restoration of the sub-treasury system. 
XVni. The Westward Movement, 1840-1850. 

1. Causes for the rapid movement into the west. 

a. New land policy under preemption act. 

b. Invention of time and labor saving agricultural im- 

plements. 

c. Great increase in the number of immigrants. 

2. Sett!*^ .t along the upper Mississippi. 

. Wisconsin. 
In Iowa, 
c. In southern Minnesota. 

3. Settlement on the Pacific coast. 

a. In Oregon. 

(1) The work of Marcus Whitman. 

(2) The Oregon Trail. 

22 



b. In California. 

(1) Early occupation by the Spanish. 

(2) Extent and influence of the Missions. 

(3) The discovery of gold in 1848. 

(4) Rapid settlement — ready for statehood in 1850. 

4. Settlement in Utah and New Mexico. 

a. In Utah. 

(1) The part of the Mormons in the settlement 
of Utah. 

(a) Early history of the Mormons. 

(b) Reasons for settlement in Utah. 

(c) The introduction of the irrigation sys- 
tem. 

(d) Organization under territorial form of 
government. 

b. In New Mexico. 

(1) Early history under the Spanish. 

(2) Santa Fe — a distributing point in trade. 

(3) The Santa Fe trail. 

(4) Organization under territorial form of govern- 

ment. 

5. The frontier lines. 

a. In 1840. 

b. In 1850. 

6. Significance of the movement in the forties. 

a. Further claims to the Oregon country. 

b. Gold supplied by California. 

(1) Great aid to trade and commerce. 

c. New interest in the Orient. 

d. Beginning of trade from western ports. 
XIX. The Quarrel over Slavery in the Territories. 

1. Early history of the institution of slavery. 

2. The slavery question from 1820-1848. 

a. Little agitation from 1820-1835. 

b. Position and influence of the abolitionists. 

c. Position and influence of the anti-slavery men— origin 

of the liberty party. 

d. Introduction of question of slavery into congress. 

(1) Question of freedom of speech in congress. 

(2) Question of exclusion of abolition literature 

from the mails. 

e. Rise of the Liberty party— result of abolition propo- 

ganda. 

3. Acute revival of question of slavery in 1848. 

a. Cause — the status of slavery in the newly acquired 

territory. 

(1) Wilmot Proviso— 184(;-1848. The abandonment 

of the principle of the Missouri compromise 
with respect to new territory secured from 
Mexico. 

(2) Davis amendment— 1846-1848. The abandon- 

ment of the principles of the Missouri com- 
promise with respect to the Oregon country. 

b. Results. ., ;, 

(1) Both the Wilmot Provi?. 5 jd Davis amend- 

ment were defeated. § '; 

(2) Showed both north and south dissatisfied with 

the Missouri compromise principle. 

c. Slavery question is the real issue in the presidential 

election of 1848. Dodged by both main parties. 

23 



(1) Democrats presented Lewis Cass with his 

squatter sovereignty doctrine. 

(2) Whigs presented Zachary Taylor with his mil- 

itary reputation. 

(3) Free soilers presented Martin Van Buren with 

a clear statement on slavery question — no 
extension of slavery into new territory. 
d. Election of Whig candidate, Zachary Taylor. 

(1) Millard Fillmore becomes president July, 1850. 
4. Congress of 1849-1850 forced to deal with slavery question, 
a. Causes. 

(1) Application of California for statehood. 

(2) Necessity of determining the status of slavery 

in California and other territories, 
h. The congress of 1849-1850. 

(1) Make-up — greatest since constitutional conven- 

tion of 1787. 

(2) Democrats and Whigs evenly matched. 

(3) Balance of power in hands of Freesoilers. 

c. The solution of the problem — compromise of 1850. 

(1) Promulgated by Henry Clay. 

(2) Provisions of the compromise of 1850. 

(a) California admitted to the Union as a 
free state. 

(b) Territories of Utah and New Mexico 
opened to slavery on squatter or popu- 
lar sovereignty plan. 

(c) United States government paid state of 
Texas, $10,000,000, for cession of certain 
lands to New Mexico. 

(d) Slave trade, not slavery, prohibited in 
the District of Columbia. 

(e) A fugitive slave act passed. 

d. Divided sentiments of the country expressed in the 

great debates in congress. 

(1) The compromise upheld by 

(a) Clay— South. 

(b) Webster— North. 

(2) The compromise assailed by 

(a) Calhoun — South. 

(b) Seward — North. 

(c) Chase — West. 

e. Results of the compromise of 1850. 

(1) Status of slavery fixed throughout the United 

States. 

(2) Took slavery question out of presidential cam- 

paign of i852. 

fa) Whigs presented Winfield Scott. 

(b) Democrats present Franklin Pierce. 

(3) Election of Pierce, who favored compromise, 

by a vote of 254 to 32 showed the confidence 
of the people in the compromise measure. 
5. The four years' truce— 1850-1854. 
a. Period of great progress. 
(1) In the north. 

(a) Further discoveries of gold and silver. 

(b) Extension of wheat growing areas. 

(c) Growth in numbers and kinds of manu- 
factures. 

(d) Great increase in commerce. 

(e) Growth in merchant-marine. 

24 



(f) Growth in railway systems. 
(2) In the south. 

(a) Cotton is made "King" of all products. 

6. Interest in foreign aiifairs. 

a. The Clayton-Bulwer treaty, 1850. 

b. Renewal of efforts to secure Cuba. 

(1) By purchase. 

(2) By Ostend Manifesto — 1854. 

c. War with Spain averted only by the appearance of 

an all absorbing domestic question. 

7. Revival of the slavery question in 1854. 

a. The Nebraska bill. 

(1) Presented by Stephen A. Douglas, Jan., 1854. 

(2) Provided for the organization of Nebraska on 

the popular sovereignty principle. 

b. The Kansas-Nebraska bill. 

(1) Douglas influenced by Pierce and Davis to 

substitute Kansas-Nebraska bill for Nebraska 
bill. 

(a) Possible explanations for his changed 
point of view. 

(2) Provisions of the Kansas-Nebraska bill. 

(a) Missouri compromise superseded by the 

principle of legislation in the compro- 
mise of 1850. 

(b) Territory to be divided at 40° north 
latitude. 

1. North of 40°- — Nebraska. 

2. South of 40°— Kansas. 

(3) Fight for adoption and final passage in May, 

1854. 

(4) Importance of the Kansas-Nebraska bill. 

(a) The end of compromises. 

(b) Southern declaration that slavery could 
not be excluded from the territories by 

the government of the United States. 

(c) North realizes that no concessions, ex- 
cept recognition of the institution of 
slavery as a national institution, 
would satisfy the south. 

(5) Effects of the Kansas-Nebraska bill. 

(a) Growth of abolition movement. 

(b) Resistance to fugitive slave act. 

(c) Personal liberty laws passed in states. 

(d) Widened the influence of Uncle Tom's 
Cabin. 

(e) Caused split in the Whig party. 

1. Southern Whigs for repeal of Mis- 
souri compromise. 

2. Northern Whigs against repeal of 
Missouri compromise. 

(f) Caused formation of a new party on 
the principle of non-extension of slav- 
ery into new territories — Republican 
Party. 

1. Michigan meeting, July, 1854. 

2. Philadelphia meeting, June, 1856. 

(g) The struggle for the control of Kansas. 
1. The movement into Kansas. 

a. Northern emigrant aid society, 
b. Southern Missourians cross border 

25 



2. Establishment of rival governments. 

a. Pro-slavery government at Law- 
rence. 

b. Anti-slavery government at Topeka 

3. Civil war in Kansas. 

a. John Brown avenges act. 

4. Civil war in congress. 

a. Speech of Sumner. 

b. Attack of Sumner by Brooks. 

5. Attitude of Pi-esident Pierce. 

a. First ignores the situation. 

b. Later recognizes pro-slavery in 
Kansas. 

6. Significance of the struggle. 

a. Proved that the principle of popu- 
lar sovereignty was a failure. 

b. Added interest to the presidential 
campaign of 1856. 

1. Democrats presented James 
Buchanan. 

2. Republicans presented John C 
Fremont. 

3. South threatens secession. 

4. Pierce saves the day for the 
Democrats by restoration of or- 
der in Kansas. 

5. Election of Buchanan satisfies 
the conservative elements. 

8. Supreme court decision again forces the slavery issue 

before the people. 

a. The Dred Scott decision, 1857. 

(1) Maintained that the constitution carried slav- 
ery into the territories with its guarantee 
of protection of property rights. 

b. Effects of the decision. 

(1) Consternation in the north. 

(2) Encouraged pro-slavery south to make further 

demands. 

(a) Pro-slavery party in Kansas presents 
the Lecompton constitution. 

1. The struggle in Kansas. 

2. The attitude of national government. 

3. Fight of Douglas in support of his 
popular sovereignty doctrine. Lost 
support of southern democrats. 

9. The senatorial election of 1858 in Illinois. 

a. The Lincoln-Douglas debates. 

(1) Lincoln advocates republican doctrine of the 

control of slavery in the territories by Con- 
gress. 

(2) Douglas advocates democratic doctrine of 

popular sovereignty in the territories. 

(3) The Freeport debate. 

(a) Douglas attempts to reconcile popular 
sovereignty and the Dred Scott deci- 
sion. 

(b) Lincoln demanded answer to: How can 

a territory forbid slavery when Con- 
gress itself cannot? 

b. Results of the Lincoln-Douglas debates. 

(1) Douglas won the senatorship. 

26 



(2) Douglas completely repudiated biy southern 

democrats. 

(3) Lincoln states position of the north. 

(4) Lincoln paves the way for republican victory 

in presidential election of 1860. 

10. John Brown's raid. 

a. Embittered the south just before election. 

b. Furthered the anti-slavery feeling in the north. 

11. The presidential election of 1860. 

a. Davis amendments show southern point of view. _ 

b. Lincoln's Cooper Union speech shows northern point 

of view. 

c. Work of the nominating conventions. 

(1) Republicans nominate Abraham Lincoln. 

(2) Democratic party splits. 

(a) Northern democrats nominate Stephen 

A. Douglas. 

(b) Southern democrats nominate John C. 

Breckinbridge. 

(3) Constitutional-Union party nominates John 

Bell. 

d. The election of 1860. 

(1) Electoral vote. 

fa) Lincoln, 180 electoral votes, 
(b) Douglas, 12 electoral votes, 
(c") Breckinbridge, 72 electoral votes, 
(d) Bell, 39 electoral votes. 

(2) Popular vote. 

(a) Lincoln, 1,866,452 popular votes. 

(b) Douglas, 1,376,957 popular votes. 

(c) Breckinbridge, 849,781 popular votes. 

(d) Bell. 588,879 popular votes. 
XX. The North and South in 1860. 

1. The westward movement. 

, a. The part of the railroads. 

(1) Early beginnings. 

(2) Rapid development in the fifties. 

(3) Effect on the westward movement. 

b. The settlement of Minnesota. 

(1) Territory in 1849 — population 5,000'. 

(2) In 1857— population 150,000. 

(3) Becomes a state in 1858. 

c. The settlement of Kansas and Nebraska. 

(1) Rapid settlement brings rivalry of north and 

south over control of territory to a head, 
(a) Kansas-Nebraska bill, 1854. 

(2) Kansas made a state in 1860 with population 

of 100,000. 

(3) Nebraska made a territory in 1860 with popu- 

tion of 30,000. 

d. The movement into Colorado and Nevada. 

(1) Discovery of gold in Colorado. 

(2) Discovery of silver in Nevada. 

(3) Territorial form of government given to both 

in 1861. 
e. The settlement of California and Oregon. 

(1) California becomes a state in 1850. 

(2) Oregon becomes a state in 1859. 

f. The unprecedented development in the older states 
of the west. 

(1) Growth of population. 

27 



(2) Increase of immigration. 

(3) Growth of cities in the west. 

2. Commercial progress. 

a. Influence of a transportation system on commerce. 

(1) Enormous increase in foreign trade. 

(2) Corresponding increase in our merchant 

marine. 

(a) Various causes for this. 

b. Very great development in the shipbuilding industry. 

(1) New institutions. 

3. Industrial progress. 

a. The agricultural industry. 

(1) Continued importance of the agricultural in- 

dustry. 

(2) Increased value of farms and of farm property. 

(3) Specific products of the north; the south. 

(4) New inventions in agricultural implements. 

b. The manufacturing industry. 

(1) Rapid advances in manufacturing industry in 

the fifties- — second only to agriculture, 
(a) Great inventions in all fields. 

(2) The movement of manufacuring into the west. 

(3) Improvements in the postal system stimulat- 

ing to business. 

4. Educational progress. 

a. Establishment of free elementary schools system. 

(1) More advanced in the north than in the south, 
fa) Lack of understanding one result. 

b. Advancement in establishment of high schools. 

(1) By 1860, one hundred high schools. 

c. System of state universities introduced. 

1) Iowa University the only university admitting 
women before 1860. 

d. System of teacher training or normal schools main- 

tained at state expense by I860'. 

5. Literary progress. 

a. The golden age of American literature. 

(1) The writers of the thirties reached their prime 
in the fifties. 

b. Rapid development of the newspaper, 

(1) Importance of the editorial page. 

(a) Political significance. 

(b) Influence on slavery question. 

6. The north and the south in 1860. 

a. Differences between the north and the south. 

(1) Comparison of resources. 

(2) Comparison of industries. 

(3) Comparison of transportation system. 

(4) Comparison of social progi'ess. 

(a) Schools. 

(b) Literature. 

(c) Cities. 

(5) Comparison of man power. 

b. Advantages of the north. 

(1) Superior in men. 

(2) Superior in wealth. 

c. Advantages of the south. 

(1) Fighting on home soil — defensive war. 

(2) Better trained in warfare. 

28 



REFERENCES ON THE DEVELOPMENT OF NATIONALITY, 1789-1860. 

Any standard high school text on American history supplemented by 
the following: 

1. Bassett: A Short History of the United States. 

2. Coman: Industrial History of the United States. 

3. Bogart: Economic History of the United States. 

4. Bogart and Thompson: Readings in the Economic History of the 
United States. 

5. Callender: Selections from the Economic History of the United 
States. 

6. Hart: Formation of the Union. 

7. Wilson: Division and Reunion. 

8. Johnson: Union and Democracy. 

9. Dodd: Expansion and Conflict. 

10. Turner: The Frontier in American History, 

11. Wilson: A History of the American People, 5 vols. 

12. McMaster: History of the People of the United States, 8 vols. 
13.. Schouler: History of the United States, 6 vols. 

14. Channing: History of the United States, vols. IV, V. 

15. Bassett: The Federalist System. 

16. Channing: The Jeffersonian System. 

17. Babcock: The Rise of American Nationality. 

18. Turner: The Rise of the New West. 

19. MacDonald: Jacksonian Democracy. 

20. Hart: Slavery and Abolition. 

21. Garrison: Westward Extension. 

22. Smith: Parties and Slavery. 

23. Chadwick: The Causes of the Civil War. 

24. Johnson (editor): The Chronicles of America, 50 vols. 



29 



PART III. THE CIVIL WAR, RECONSTRUCTION, AND 
NATIONAL EXPANSION 

1860-1920. 
A. THE CIVIL WAR 

XXI. Preliminary Considerations. 

1. Causes. 

a. Economic. 

(1) Agi'icultural condition of the south. 

(a) Cotton the chief crop. 

(b) System of agriculture; no rotation of 
crops. 

(c) Effect of cotton gin upon growth of 

cotton. 

(d) Demand for cotton in United States 
and abroad, 

(2) Economic aspect of slavery. 

(a) Cost of upkeep of slaves. 

(b) Economic advantages to south from 

slave labor. 

(c) Slave breeding. 

(d) Economic cost of slave labor. 

(3) Economic aspect of westward expansion. 

(a) Demand for extension of cotton gi'ow- 

Ing area. 

(b) New areas opened. 

(c) Struggle in congress over new areas. 

b. Constitutional. 

(1) State rights. 

(a) Attitude of the newly formed states. 

(b) Attitude of the old south. 

1. Political philosophy of right of state 

over that of federal government. 

2. Repudiation of theory of natural 

rights and of social control the- 
ory of government. 

(2) Lincoln's attitude toward states' rights. 

(3) Lincoln's attitude toward slavery. 

(4) Secession of the south. 

(a) Political arguments upholding theory 

of secession. 

(b) Effect of election of Lincoln. 

(c) Secession of South Carolina. 

(d) Effect of Lincoln's call for troops. 

(e) Secession of southern states. 

1. Attempts at compromise; Critten- 
den compromise and the peace 
convention. 

2. Comparison of resources of north and south. 

a. Effect of factions in political groups. 

b. Attitude toward method of raising an army. 

c. Contrast between industrial resources. 

30 



d. Comparison in numbers of men available for service 

on land. 

e. Comparison in naval resources. 

f. Comparison in attitude of foreign powers toward 

contestants. 

(1) Reason why the English government favored 

the south. 

(2) Attitude of France, Prussia, and Russia. 
XXII. Conduct of the War. 

1. Military aspects. 

a. The blockade of southern ports. 

(1) How carried out. 

(a) Effect of campaigns of 1861. 

(a) Need for development of agricultural 

crops other than cotton. 

(b) Need of clothing, etc. Effect of lack of 

manufactures. 

(c) Conservation measures. 

(d) "Running" the blockade. 

(3) Advantages of the north in commercial mat- 

ters. 

b. Campaigns 1861-1865. 

(1) General plan of operations. 

(2) Work of the navy. 

(3) War in the west. 

(a) Effect of campaigns of 1861. 

(b) Campaigns of 1862. 

1. Work of Grant; Ft. Henry and Ft. 

Donelson: Shiloh. 

2. Attempt at opening up of Missis- 

sippi river. 

3. Operations in Tennessee and Ken- 

tucky. 

(c) Campaign of 1863. 

1. Significance of result at Vicksburg. 

2. Result of operations around Chat- 

tanooga. 

(d) Campaign of 1864. 

1. Sherman's march to the sea. 

2. Failure of Hood in Tennessee. 

(e) Campaign of 1865. 

, 1. Sherman's northward march. 
2. Surrender of Johnston. 

(4) War in the east. 

(a) Campaign of 1861. 

(b) Campaign of 1862. 

1. McClellan's peninsular campaign. 

2. Antietam. 

3. Fredericksburg. 

(c) Campaign of 1863. 

1. Chancellorsville. 
1. Gettysburg. 

(d) Campaign of 1864 and 1865. 

1. Grant's operations near Richmond. 

2. Sheridan in the Shenandoah Valley. 

3. Surrender of Lee. 

(e) Naval operations. 
2. Financing the war. 

a. Northern. 

(1) Issue of "greenbacks." 

31 



(2) National banking act. 

(3) Other measures; bonds; income tax; tariff, 
b. Southern. 

(1) Monetary conditions in south. 

(2) Impressments. 

(3) Early bankruptcy of south. 

3. The care of prisoners and wounded. 

a. The work of the sanitary commission. 

(1) How carried on. 

(2) Compare with work of Red Cross. 

b. Prisons and hospitals. 

4. Foreign affairs. 

a. England's attitude. 

(1) Effect of "King Cotton" upon English senti- 

ment. 

(2) Influence of northern wheat. 

(3) Mason and Slidell affair. 

(4) Alabama dispute. 

b. Attitude of France. 

(1) Why France was favorable to south. 

(2) Method of help to south. 
(34 Maximilian affair in Mexico. 

5. Lincoln's war powers. 

a. Military law measures. 

(1) Military arrests. Suspension of writ of habeas 

corpus. 

(2) Emancipation. 

(3) Development from military commanders. 

(4) Confiscation acts of congress. 

(5) Lincoln's emanicipation proclamation. 

6. Politics during the war. 

a. Election of 1862. Attitude toward Lincoln. 

b. Campaigning of 1864 and its political results. 

c. Political factions during Lincoln's presidency. 

(1) Regular democrats. 

(2) Copperheads. 

(3) Pro-administration republicans. 

(4) Other groups. 

7. Death of Lincoln. 

8. Government of the Confederate states. 

a. Presidency of Jefferson Davis. 

(1) Attitude toward Davis in the south. 

(2) Qualifications and characteristics, 

b. Form of Confederate constitution. 

(1) Provisions for departments. 

(2) Stipulations regarding slavery, tariff, appro- 

priations, presidential term. etc. 

(3) Compare with federal constitution. 

B. RECONSTRUCTION OF SOUTHERN STATES. 

XXIII. Policies of Reconstruction. 

1. Lincoln's plan. 

a. Temporary military government. 

b. The "ten per cent" plan, 
s. Amnesty proclamation. 

d. Attitude of congress toward Lincoln's plan. The 

Davis bill. 

2. Johnson's plan. 

a. Proclamations of amnesty. 

32 



b. Attitude toward south. 

c. Progress of reconstruction. 

3. Congress' plan. 

a. Theories regarding status of southern states. 

(1) "State Suicide" theory. 

(2) "Forfeited Rights" theory. 

(3) "Conquered Provinces" theory. 

(4) Presidential theory. 

b. Attitude of congress toward Johnson's plan of resto- 

ration. 

c. Civil rights act. 

d. Fourteenth amendment. 

e. Military reconstruction by congress. 

f. The 13th, 14th and 15th amendments to the consti- 

tution. 

4. The struggle between Johnson and congress. 

a. Tenure of office act. 

b. Causes for differences between Johnson and con- 

gress. 

c. Impeachment of Johnson. 

5. Result of congress' plan of reconstruction. 

a. Antagonism of southern leaders. 

b. Carpet-bag rule. 

c. Ku Klux Klan. 

d. The Scalawags. 
XXIV. The Negro Problem. 

1. Suffrage. 

a. Suffrage in southern states at present. 

b. Suffrance in 1865. 

2. Economic phases. 

a. Freedman's bureau. 

(1) When and why established. 

(2) Work. "Forty acres and a mule." 

b. The black codes. 

c. Preparation and fitness of negro for free labor at 

close of war. 

3. Social. 

a. Effect of emancipation upon the negro. 

b. Status of negi"o in south before close of Civil war. 

c. Education. 

(1) Extent of education among blacks in 1865. 

(2) Extent to which negro problem has been 

solved today by education. 
XXV. Industrial Transition. 

1. Conditions in north and south compared at close of war. 

a. Condition of business activity. 

b. Development of agriculture in north. 

c. Prices as index to prosperity. 

d. Railroad stocks. 

2. Industrial changes in the south. 

a. Break-up of plantation system. The small farm. 

b. Development of renter system. 

c. The independent negro farmer. 

d. Wages and labor on plantations and farms. 

3. Condition of manufacturing in the south. 

a. Causes of retarded development in cotton manufac- 
turing. 

33 



b. Compare with the north in manufacturing. 

(1) In raw material. 

(2) In power. 

(3) In labor. 

(4) In markets and transportation. 

c. The development of iron and steel industries. 
XXVI. Financial and Social Readjustment. 

1. Finance. 

a. War debts in north and south. 

b. Methods of meeting war debts. 

(1) Compare with present post-war policies. 

c. Currency measures. 

(1) Condition of currency as compared with 

present. 

(2) Greenback measures. 

(3) Coinage measures. 

d. Speculating tendency. 

2. Social condition. 

a. Classes of society in the south. 

b. Immigration. 

(1) "Where the foreigners settled. 

(2) Source of immigration. 

(3) Problem resulting. 

c. Education. 

(1) Conditions and progress compared with pre- 
war times and the present. 

d. Morality. 

(1) Corruption — private and public. 

C. NATIONAL EXPANSION 

XXVII. Settlement and Development of the Far West. 

1. Effect of the war. 

2. Homestead act of 1862. 

3. Discovery of new mines. 

a. Settlement of Nevada, Colorado, Montana, and Utah. 

b. Development of methods of mining. 

4. Influence of the transcontinental railroads. 

a. Policy of government regarding roads. 

b. Evil resulting from government's policy. 

c. Chief roads. 

d. Railroads as a factor in development of west. 

e. Tendency toward monopoly and consolidation. 

5. Irrigation as a factor in settlement. 

a. Value of irrigation in arid lands. 

b. Irrigation as a means of settlement, particularly in 

Idaho, Wyoming, Colorado, Utah, Nevada, Arizona, 
and New Mexico. 

c. Rapid development of irrigation projects after 1870. 

6. Wasteful policy of pioneer. 

a. Change in farming system. 

(1) Value of rotation of crops. 

(2) Development of agricultural education. 

(3) Expansion and improvement of agriculture. 

(4) Effect of westward movement upon agricul- 

ture. 

b. Conservation policy. 

(1) Wasteful policy of early farming. 

(2) Reasons for a policy of conservation. 

(3) Present day policy. 

34 



XXVIII. Manufacturing. 

1. Condition at close of war. 

a. Impetus furnished by the war. 

(1) Demands for food, clothing and similar com- 

modities as stimuli. 

(2) Transfer of agriculture to the west occasioned 

by westwai'd movement. 

(3) Freedom of interstate commerce. 

(4) Effect of war tariff. 

(5) Expansion of capital. 

b. Need for development of self-sufficiency in United 

States. 

2. The tariff and its effects. 

a. Need of a tariff during the war. 

b. Effect of panic of 1873 upon tariff. 

c. Attitude of political parties toward tariff 

(1) Attitude of Republican party. 

(2) Attitude of Democratic party. 

(3) Cleveland's attitude. 

(4) The campaign of 1888. 

(5) The McKinley tariff. 

(6) Wilson-Gorman act. 

(7) Dingley act. 

(8) Payne-Aldrich bill. . 

(9) Tariff revision in "Wilson's administration. 

3. Invention of mechanical aids. 

a. Aid given to textile industries by mechanical devices. 

(1) Steam ginneries. 

(2) Replacement of hand labor by machine. 

(3) Effect upon output. 

b. Aid given iron products. 

4. Discovery and development of mineral deposits. 

a. Iron. 

b. Coal. 

c. Oil. 

d. Copper and gold. 

5. Location of extensive manufacturing plants. 

a. Factors affecting. 

(1) Physical factors. 

(2) Effect of immigration. 

b. Growth of cities. Shifting of center of population. 

6. Advantages of large scale production. 

a. To producer. 

b. To consumer. 
XXIX. Capital and Labor. 

1. Big business. 

a. Definition of corporation, trust, and monopoly. 

b. Advantages and dangers in combination of capital. 

c. Reasons for growth of big business. 

d. Attempts at government regulation. 

(1) "Granger" laws and Wabash decision. 

(2) Interstate commerce commission. 

(3) Sherman Anti-Trust law. 

(4) Roosevelt's corporation policy. 

(5) Federal trade commission. 

(6) Clayton Anti-Trust act. 

(7) Recent decisions — lenient policy. 

e. Some capitalistic combinations. 

(1) Railroads. 

(a) Development of trunk lines. 

35 



(b) Advantages of combination. 

(c) Recent railroad developments. 

(2) Manufacture. 

(a) Development of large scale production. 

(b) Size and ownership of establishments. 

(3) Banks. 

(a) Systems of banking. 

(b) Federal reserve act. 

2. Labor. 

a. Causes of organization. 

b. Historical development of organization. 

(1) Knights of labor — their demands. 

(2) American Federation of Labor. 

(a) Purpose and plan of organization. 

(b) Achievements for the laboring man. 

(c) Political importance. 

(d) Present extent and influence. 

3. Settlement of disputes between capital and labor. 

a. Strikes. 

(1) "Closed" and "open" shop. 

(2) Place of strikes in legitimate business. 

b. Arbitration. 

(1) Roosevelt's policy of 1902. 

(2) Methods of arbitration. 

c. Tendency toward government control. 

(1) Palmer in coal strike. 

(2) Governor Allen of Kansas. 

d. Socialism. 

(1) Socialistic theories. 

(2) I. W. W. 

(3) The Reds and their treatment. 
XXX. Education and Social Development. 

1. Colleges and universities, including technical schools. 

2. Development of free schools. 

a. Public opinion 1870-1900. 

b. School attendance, 1880, 1900, 1920. 

c. High schools. 

(1) Vocational training. 

(2) State and national aid. 

d. The school as a social factor. 

3. Other educational and socializing forces. 

a. Libraries. 

b. Community centers. 

c. Boy scouts and camp fire girls. 

d. Pi-ess, pulpit, etc. 

4. Patriotic and social organizations. 

a. The Sons and Daughters of the American Revolu- 

tion. 

b. The State and National Federation of Music Clubs. 

c. The American Legion. 

d. Woman's Clubs. 

5. Benefits. 

a. Vocational. 

b. Cultural. 

c. Social. 

d. Political. 

XXXI. Political Discussion and the Currency. 

1. Movement for inflation of currency. 

a. Greenback movement. 

b. Free silver movement. 

(1) History of silver dollar to 1873. 

36 



c. Bland-Allison act. 

d. Sherman silver purchase act. 

e. Democrats and silver movements. 

f. Peoples party. 

g. Panic of 1893. 

h. Repeal of Shornian silver purchase act. 
i. Political campaign of 1896. 

XXXII. Foreign Affairs until 1913. 

1. The acquisition of Alaska. 

2. Difficulties with Canada — settlement. 

3. Samoan controversy. 

a. Early relationship. 

b. Joint proLeftorate, 1900. 

4. Annexation of Hawaii. 

a. Revolution of 1893. 

b. Harrison's policy. 

c. Cleveland's policy. 

d. Annexation. 

e. Present government. 

5. Relations with the Orient. 

a. China. 

(1) Question of Cbine'^e immierat^on. 

(a) Burlingame treaty, 1868. 

(b) Later attitude. 

(c) "Open Door" policy. 

(2) Boxer rebellion. 

b. Japan. 

(1) Our part in the Russo-Japanese war. 

(a) Treaty of Portsmouth. 

(2) California's attitude toward the Japanese. 

(3) Present relationship between United States 

and Japan. 

6. Relations with Latin-America. 

a. Difficulties with Chili. 

b. Venezuelan boundary dispute. 

c. Panama canal. 

(1) Acquisition of Panama. 

(2) Canal history. 

(3) Benetits of canal. 

d. The New Monroe doctrine. 

(1) Reasons for new doctrine. 

(2) Differences from the old-. 

7. Spanish-American war. 

a. Our early interest in Cuba. 

b. Attempts by Cuba for freedom from Spain and 

United States attitude toward the attempts. 

c. Events directly leading United States toward war. 

(1) The DeLowe letter. 

(2) The Maine disaster. 
(?>) McKinley's demands. 

d. Why United States entered the war. 

e. Events of the war. 

(1) Naval events, 

(2) Land operations. 

f. Peace negotiations*. 

g. United States as a world power. 

S. Our participation in the Hague peace conference., 

XXXIII. Foreign Affairs since 1913. 

1. Relations with Mexico. 

a. A brief history of successive regimes in Mexico. 

b. Policy of the United States. 

37 



c. Results of the Mexican situation on the foreign pol- 
icy of the United States. 
2. The World AVar. 

a. Attitude of the United States. 

(1) Wilson's neutrality proclamation. 

(2) Slow awakening of people to real import of 

the war. 

b. Our relationship with England to April, 1917. 

(1) Mail controversy. 

(2) Contraband. 

(3) Use of the neutral flag. 

c. Our relationship with Germany to April, 1917. 

(1) Submarine outrages. 

(2) German plots and intrigues in the United 

States. 

d. Reasons for declaration of war. 

(1) Violation of rights under international law. 

(2) Preservation of national integrity. 

(3) Preservation of democratic institutions. 

e. Mobilization of our resources. 

(1) Army and Navy. 

(2) Finance. 

(3) Economic resources. 

f. Treaty of peace. 

(1) Personnel of meetin;; at Versailles. 

(2) Objects of meeting. 

(3) Wilson's fourteen points. 

(4) General outcome and provisions of treaty, 
■g Separate Peace Treaty with Germany. 

XXXIV. The League of Nations and the Problem of Internationalism. 

1. Our unofficial efforts toward international peace prior to 

the war. 

2. Bryan's peace treaties prior to the war. 

3. The League of Nations covenant as outlined in the peace 

treaty. 
XXXV. Politics and Public Opinion since the War. 

1. Attitude of the Republican senate toward the peace treaty. 

2. Agitation over high cost of living. 

a. Cause. 

b. Suggested remedies. 

c. After-war conditions. 

3. New amendments to the constitution. 

a. Income tax, 16th amendment. 

(1) Why constitutional amendment necessary. 

(2) Purpose of income tax. 

(3) Present income tax. 

b. Direct election of senators, 17th amendment. 

(1) Method of electing senators previous to amend- 

ment. 

(2) Advantages of present system. 

c. National prohibition, 18th amendment. 

(1) Attempts to settle liquor problem before pas- 

sage of amendment. 

(2) Formation of societies like Women's Christian 

Temperance Union and Anti-Saloon League. 

(3) Attempts of state to regulate liquor traffic 

local option. 

(4) Federal action. Webb-Kenyon law. 

(5) Passage of amendment. 

(6) Volstead act. 

38 



(7) Attitude of states regarding enforcement of 
18th amendment. 
d. The woman's suffrage amendment, 19th amendment. 

(1) Women of the colonial period who believed in 

the rights of women. 

(a) Anne Hutchinson. 

(b) Mary Dyer. 

(c) Margaret Brent. 

(2) Women of the Revolution. 

(a) Abigail Smith Adams. 

(b) Hannah and Rebecca Weston. 

(c) Hannah Lee Corbin of Virginia. 

(3) The women's right movement. Pioneers. 

(a) Lucretia Mott. 

(b) Elizabeth Cady Stanton. 

(c) Frances Wright 

(4) Early expressions. 

(a) Formation of the national ■ society of 
anti-slavery women, 1833. 
(b) First woman's rights convention, Seneca Falls, 
N. Y. 
(c) Alliance of abolition movement and that 
of women's rights. 

(5) Period after Civil War. 

(a) Suffrage in territory of Wyoming, 1869. 
1890 admission as first state granting 
women's suffrage. 

(b) Fight during proposals of 14th amend- 
ment. 

(c) Limited suffrage by some states. Presi- 
dential, bond suffrage, municipal, privi- 
lege suffrage. 

(d) States which had granted complete suf- 
rage since Civil war. 

Wyoming, 1869. 
Colorado, 1893. 
Idaho and Utah, 1896. 
Washington, 1910. 
California, 1911. 
Arizona, Kansas, Oregon, 1912. 
Nevada and Montana, 1914. 
New York 1917. 

(e) Organization of American Equal Rights 
Society, 1866. 

(f) American Woman's Suffrage Associa- 

tion, 1870. 

1. Organization and purpose of. 

2. Some of the women leaders of the 
Civil war period to present: 

Susan B. Anthony. 

Anna Dickinson. 

Lydia Maria Child. 

Lucy Stone. 

Lucretia Mott. 

Mrs. John Biddulph Martin, 

Marilla M. Kicker. 

Frances E. Willard. 

Belva Lockwood. 

Mrs. Carrie Cliapman Catt. 

(g) Foundation of anti tax societies. 

39 



(h) Joint resolution by senate and house 
proposing amendment to constitution 
that right of citizens to vote not be de- 
nied because of sex. 1883. 

(i) 1910 women's party under leadership of 
Mrs. Carrie Chapman Catt. 

(6) The struggle for and passage of the Susan B. 

Anthony amendment. 

(7) Election of 1920. Attitude of women toward 

the ballot seen in that election. 

REFERENCES ON THE CIVIL WAR, RECONSTRUCTION, AND 
NATIONAL EXPANSION, 1860-1920. 

Any standard high school text on American history supplemented by 
the following: 

1. Bassett: A Short History of the United States. 

2. Bogart: Economic History of the United States. 

3. Coman: Industrial History of the United States. 

4. Dewey: Financial History of the United States. 

5. Woodburn: Political Parties and Party Problems in the United States. 

6. Stanwood: A History of the Prpsirlenoy. '^ vols 

7. Lingley: The United States Since the Civil War. 

8. Bruce: Woman in the Making of America. 

9. Hrcker: A Short History of Women's Rierhts. 

10. Fish: Development of American Nationality. 

11. Haworth: Reconstruction and Union. 

12. Dodd: Expansion and Conflict. 

13. Paxson: The Civil War. 

14. Paxson: The New Nation. 

15. I.atane': From Isolation to Leadership. 

16. Coolidge: United States as a World Power. 

17. Dunning: Reconstruction: Political and Economic. 

18. Sparks: National Development. 

19. Dewey: National Problems. 

20. I,atane': America as a World Power. 

21. Hart: National Ideals Historically Traced. 

22. Ogg: National Progress. 

23. Rhodes: History of the American Civil War. 

24. Rhodes: History of the United States Sinre the Compromise of 1850 

Until the Restoration of Home Rule in the South. 

25. Rhodes: History of the United States from Hayes to McKinley. 

26. American Year Book. 

27. Johnson (Editor): The Clironicles of America, 50 vols. 



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